We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Countesthorpe Academy.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Countesthorpe Academy.
To see all our data you need to click the blue button at the bottom of this page to view Countesthorpe Academy
on our interactive map.
Pupils' behaviour is improving. Disruption in lessons is rare. The school is working hard to reduce the number of pupils who are suspended from school.
Staff show vigilance and care. Pupils feel safe in school. Pupils said that there are many staff to turn to for help if they have worries.
The school provides many opportunities for pupils, and students in the sixth form, to develop their interests. This year's school production is eagerly anticipated. Pupils take on leadership roles.
The Stephen Lawrence ambassadors, for example, expressed pride in their work and for 'having their voices heard'.
Too ma...ny pupils are absent too often. As a result, pupils, in particular pupils with special educational needs and/or disabilities (SEND), are missing too much of their education.
Effective work takes place to support pupils and their families. There are signs of improvement, but rightly, pupil attendance remains a key school priority.
The curriculum has improved.
However, there are inconsistencies in how well the curriculum is taught in the different subjects. Pupils do not achieve as well as they should at the end of key stage 4. Students in the sixth form benefit from stronger provision.
What does the school do well and what does it need to do better?
The school is ambitious for all pupils. Work has been undertaken to bring about improvement, including to the provision for pupils with SEND, pupils' achievement, and attendance. However, this work has yet to have the necessary, full impact so that all pupils attend and achieve consistently well.
In most subjects, the curriculum is ambitious. It focuses on the knowledge that pupils need to know. It is clear what pupils need to understand and when.
However, the implementation of the curriculum is too variable. Not all staff routinely identify gaps in pupils' learning in order to address them. When such checks do not take place, pupils struggle to develop a secure understanding of what they have been taught.
In some areas, their recall of previous learning is poor. Published outcomes show that pupils do not achieve as well as they should in some subjects. Students in the sixth form receive a more consistently strong learning experience.
Provision for pupils with SEND is improving. Needs are identified more swiftly. There is high-quality support for these pupils from experts in the trust.
Pupils with SEND receive precise support in skills sessions, for example. However, lessons are not routinely suitably adapted to meet the needs of pupils with SEND across all the subjects that they study. This restricts how well they can achieve.
The school prioritises reading. There is clear and coherent support for pupils who are at the early stages of reading. Sixth-form students are extremely positive role models, offering high-quality mentoring to enhance pupils' reading knowledge.
The library is an exciting hub of reading and learning.
Staff benefit from high-quality professional development opportunities. They value the trust subject communities.
Some staff, for example in dance, are beginning to share their expertise with others in the trust.
Pupils, and students in the sixth form, access high-quality careers advice and guidance. They are introduced to a wealth of options to inform their next steps into education, employment or training.
They are well supported.
Pupils benefit from a well-considered personal, social and health education (PSHE) curriculum. Pupils are aware of how to keep safe in real life and on line.
The work in Year 7 about puberty, for example, helps pupils prepare for a healthy lifestyle. Sixth-form students receive high-quality and age-appropriate support.
Pupils enjoy the opportunities they receive for debate and discussion.
They value learning to appreciate the viewpoints of others. Pupils are taught about a range of cultures and religions other than their own. This prepares them for life in modern Britain.
The school has worked hard to improve its engagement with the community. This has resulted in more positive relationships and stronger community involvement. A greater number of pupils are making this their first-choice school.
Parents and carers expressed gratitude for the positive work of the school and its impact.
The trust ensures that the statutory obligations are met. It provides effective governance.
It has an accurate view of the school. It knows the aspects of the school that are not improving well enough. It is putting in place targeted support to further accelerate the school's improvement.
Staff are proud to work at the school. They show great commitment to the school and to the community. They appreciate leaders' consideration of their work life balance.
They feel well led and managed.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Pupils' absence is too high, particularly disadvantaged pupils and pupils with SEND.
This means that some of the most vulnerable pupils are missing their education. The school must ensure that those pupils who need it receive support to improve their attendance. Learning is not always sufficiently adapted to meet the needs of pupils with SEND.
When this is the case, these pupils do not learn as well as they should. The school must ensure that teachers are equipped with the information and skills needed to make sure that learning is appropriately adapted across all subjects for pupils with SEND, so that these pupils achieve well. ? The curriculum is not implemented consistently.
Sometimes not enough checks are made to ensure that pupils have the correct knowledge, including knowledge of vocabulary, to complete a task. This impacts negatively on pupils' achievement. The school must ensure that regular checks are made in lessons to make sure that pupils' prior learning is skilfully built upon and that pupils acquire the knowledge they need to progress through the curriculum successfully and achieve well.
